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As if Indigenous Knowledge and Communities Mattered: Transformative Education in First Nations Communities in Canada

As if Indigenous Knowledge and Communities Mattered: Transformative Education in First Nations... As if Indigenous Knowledge and Communities Mattered Transformative Education in First Nations Communities in Canada jessica ball This article describes a unique approach to Indigenous community development through community-based education partnerships between First Nations and postsecondary institutions in Canada. Using a "generative curriculum model," Indigenous knowledge is brought into the process of teaching and learning by community Elders, and this is considered alongside Eurowestern theory, research, and practice. Evaluation research has documented the success of these partnerships in supporting an unprecedented high rate of postsecondary diploma completion among the First Nations community members. The use of a community of learners approach has also been shown to create conditions for community development by reinforcing the value of Indigenous knowledge, rekindling processes of intergenerational teaching and learning, increasing social cohesion, and securing community commitment to create programs of support for young First Nations children and families. the need for child-focused education in first nations communities We must be able to feel confident that our world view is clearly understood by our own children, and that they will know that their culture has value in modern times as it did in the past. We must be able to teach our children http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png The American Indian Quarterly University of Nebraska Press

As if Indigenous Knowledge and Communities Mattered: Transformative Education in First Nations Communities in Canada

The American Indian Quarterly , Volume 28 (3) – Apr 18, 2005

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Publisher
University of Nebraska Press
Copyright
Copyright © 2005 The University of Nebraska Press.
ISSN
1534-1828
Publisher site
See Article on Publisher Site

Abstract

As if Indigenous Knowledge and Communities Mattered Transformative Education in First Nations Communities in Canada jessica ball This article describes a unique approach to Indigenous community development through community-based education partnerships between First Nations and postsecondary institutions in Canada. Using a "generative curriculum model," Indigenous knowledge is brought into the process of teaching and learning by community Elders, and this is considered alongside Eurowestern theory, research, and practice. Evaluation research has documented the success of these partnerships in supporting an unprecedented high rate of postsecondary diploma completion among the First Nations community members. The use of a community of learners approach has also been shown to create conditions for community development by reinforcing the value of Indigenous knowledge, rekindling processes of intergenerational teaching and learning, increasing social cohesion, and securing community commitment to create programs of support for young First Nations children and families. the need for child-focused education in first nations communities We must be able to feel confident that our world view is clearly understood by our own children, and that they will know that their culture has value in modern times as it did in the past. We must be able to teach our children

Journal

The American Indian QuarterlyUniversity of Nebraska Press

Published: Apr 18, 2005

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